Early Years Teacher StatusSetting Based Mentor

Training2015-16

Ali Shaw-EYTS Programme CoordinatorRebecca Kingsley-Jones- AHOD- Early Childhood StudiesHelen Diles- Senior Lecturer in Secondary Education.

Agenda

• Coaching/Mentoring skills

• Coffee Break

• Working in Partnership• Key messages from Carter Review• Trainee/Mentor expectations• Files and Key Documents• Professional Tutor Visit• Questions

UWE Bristol

Lesson Observations

Ali ShawBecky Kingsley-Jones

Observation

Teachers observe lessons for different purposes, including observing trainee teachers. This workshop will explore some of the purposes of observation in order to improve practice.

Why do we do lesson observations?

• Improving student outcomes

• Teachers’ personal development

• Teacher morale

West Burnham study (O’Sullivan, 2011)Biggest change to culture is . . . .

. . . seeing teaching as a public rather than a private activity

Coaching - features• Reflection rather than feedback• Skill is in knowing what questions to ask• Identifying critical moments• Co-coaching and specialist coaching• Non- judgemental?• Risk taking

• Costs? Teacher time out of classroom!

Features of Ofsted observation• Write evaluative comments based on outcomes for students –

so that, in order to• Relate the lesson observations to the grade and use the words• Cover the criteria – look for progress of groups• Make judgements on teaching, achievement and behaviour and

welfare• Feedback to the student giving strengths and weaknesses• Judge only on the outcomes, not on the teaching style

Mentoring

Relationship between mentor and mentee

. . . role model, coach, trainer, tutor, critical friend and finally, assessor (Child and Merrill, 2005)

Feedback sandwich?

Mentoring modelsSuggested models (Furlong and Maynard, 1995)

Apprentice/ Reflective guide/ Model/ CompetencesWhat are the features of practice for each of these models?Which features do we want to use in our mentoring? When?How do these inform lesson observations?

Features of mentoring

• Agreeing targets• Significance of questioning – open-ended• Focus on actions and behaviours – concrete

and specific feedback• Use of language (tentative?)• Assessment – danger of fragmentation

through competences

Mentoring for EYITE trainees

Early idealism Survival Recognising

difficulties Plateau Moving on

Top Tips for Mentoring• Establish the parameters of your professional relationship-open communication,

agreed goals and expectations.

• Allow mistakes, demonstrate flexibility and provide reciprocal feedback.

• Care for and learn from each other.

• Be prepared to send time with the trainee and remain positive even if you are under pressure yourself.

• Be confident and reassuring so that you can support trainees when they lack confidence, whilst helping them identify areas for development.

• Challenge trainees in a non threatening way and help them to look at the situation from a new perspective, building confidence and competence.

Coaching, mentoring, SEF

What are the differences in purposes?

What are the differences in practices?

What are the key questions we need to ask?

What next?

• Making judgements• Rights and responsibilities • Writing in an evaluative way• Feeding back

• Teaching is a public endeavour• Changing behaviours and values• Complexity of mentoring in EYITT

BibliographyChild, A. and Merrill, S. (2005) Developing as a Secondary School Mentor: a Case Study Approach for Trainee Mentors and their Tutors. Exeter: Learning Matters.

CUREE (2005) National Framework for Mentoring and Coaching [online]. Available from: <http://www.curee-paccts.com/files/publication/1219925968/National-framework-for-mentoring-and-coaching.pdf > [accessed 17 July 2012].

Department for Education (2012) Teachers’ Standards [online]. Available from: <https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf> [accessed 6 February 2013].

Hughes, M. (2004) Coaching in Schools. Cheltenham: Education Training and Support.

Joyce, B. and Showers, B. (2002) Student Achievement through Staff Development. 3rd ed. London: Longman.

Lofthouse, R., Leat, D. and Towler, C. (2011) Coaching for Teaching and Learning: a Practical Guide for Schools. National College for Leadership of Schools and Children's services [Online]. Available from: <http://dera.ioe.ac.uk/2086/1/coaching-for-teaching-and-learning.pdf> [accessed 27 August 2012].

MacBeath, J. (2006) School Inspection and Self-evaluation: Working with the New Relationship. Abingdon: Routledge.

Maynard, T. and Furlong, J. (1993) Learning to Teach and Models of Mentoring. In: McIntyre, D. Hagger, H. and Wilkin, M. Mentoring: Perspectives on School- Based Teacher Education. London: Kogan Page, pp.69 – 85.

Ofsted (2013b) The Handbook for School Inspection [Online]. Manchester: Ofsted. Available from < http://www.ofsted.gov.uk/resources/school-inspection-handbook> [accessed 22 February 2013].

O’Sullivan, H. (2011) Leading and Managing Professional Learning in Schools in O’Sullivan, H. and West-Burnham, J. eds., Leading and Managing Schools. London: Sage, pp.111 - 125.

Seashore Louis, K. and Stoll, L. (2007) Professional Learning Communities: Elaborating New Approaches. In Seashore Louis, K. and Stoll, L. eds. Professional Learning Communities: Divergence, Depth and Dilemmas [Online]. Maidenhead: Open University Press pp. 1 – 14. Available from: Dawsonera [accessed 29 August 2012].

Schön, D. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Coffee Break

Working in Partnership –Partnership Agreement

• A working document that provides guidance and information about the contributions of each partner and supports coherent arrangements across the various contexts in which the EYTS training takes place.

• Sets out who is responsible for elements of training and assessment and how provision is managed, to ensure that all elements are in place to address the Standards for EYTS.

• Sets out how partners contribute towards aspects such as; selecting and interviewing candidates, moderation of judgements against the EYT Standards, professional development opportunities for colleagues within the partnership, course/programme committees etc.

• It is important that all settings (and schools where appropriate) understand and agree to the partnership roles and responsibilities and have the capacity to provide the necessary training and support

Key Messages• Change of grading language-Outstanding, Good, RI,

Inadequate (reflected in observation documentation) • Consistent impact on children’s progress visible

throughout reflected in observation documentation)• Early addressing of trainees who ‘require

improvement’ or “inadequate” (not meeting/evidencing the Standards robustly enough). Ok not good enough.

• Setting leaders/SBMs encouraging trainees to ‘make links’ between theory and practice

We expect trainees to ….• Ensure both PDP and PPF are set up correctly and the correct documentation is in place.• Build and maintain professional relationships with staff, children and parents/carers and act in a

professional manner at all times. • Become familiar with the setting routines, structure and ethos. • Understand how child protection measures are implemented into the setting and know who the

designated safeguarding person is.• Have both their files available to the setting based mentor and to discuss their practice needs and

targets for development with this person. • Meet regularly with the setting based mentor to discuss progress, evaluate practice and identify

weekly development targets. (Half an hour per week).• Negotiate weekly tasks and activities they wish to carry out and ensure that these are planned,

prepared and resourced well in advance. (These should ideally be focused on the 3 prime areas with a focus on how language may be developed throughout all area of the EYFS and the activities they carry out).

• Assess and track the progress of a group of 6-8 children across all areas of the EYFS, but with particular focus on the 3 Prime areas.

• Gather evidence of practice and work , regularly to support in meeting the Early Years Teachers’ Standards within their PDP. Track the progress of this evidence collection through completion of the Trainee Evidence Tracker (TET).

• Reflect upon, evaluate and record their achievements daily and record any “wow” moments in a weekly reflective log.

• Plan “mini projects” designed to improve practice. Reflect upon these and evaluate and feedback to staff. This supports in fulfilling the leadership requirements for EYTS.

Trainees are entitled to….• Feel supported and welcomed• Regular professional discussions with room leader and weekly review

and target setting meetings with SBM • Receive regular and focused oral / written feedback which identifies

strengths and areas for development• Coaching and mentoring as appropriate to enable trainees to meet

agreed targets• Opportunities for complementary training which enhance and

support trainees’ progress towards the Early Years Standards• Be told if there are causes for concern and/or in danger of failing in

good time• Receive appropriate support to develop both academically and

professionally

Role of the Setting Based Mentor(SBM)

Managing the Trainee Experience across the setting Check that the room leader (if different from SBM) has the relevant paperwork and

documentation related to the professional practice. Ensure the trainee is introduced to key staff and knows how to access support and

relevant policies/documentation. Make arrangements for a weekly meeting to monitor the trainees experience of the

practice. Arrange for the trainee to observe and work with the identified age phase. Arrange for support, guidance and opportunities for the trainee to undertake activities

related to the EYT Standards Ensure the trainee is aware of the role and responsibilities of all staff Alert and feedback to the trainee any gaps in his/her knowledge manifested in his/her

planning and practice. Carry out formal/informal observations of the trainee. (3 formal ones during placement,

plus interim report)

Maintaining communication with UWE: Attend Setting Based Mentor training

Professional practice office Professional tutor

Mentoring EYTS trainees-The EYT Standards

1) Establish ground rules-When and where to meet2) Ensure your trainee has planned for each weekly meeting3) Gain an overview of the Standards and ask your trainee to list the tasks that they wish to

carry out to evidence these, whilst in your setting. 4) Help your trainee to identify any gaps in their evidence, using their Trainee evidence tracker

and help them to plan a timetable to address these gaps. 5) If your trainee has not worked with this particular age group before, discuss with them how

best to support children in this age range. 6) Encourage attendance to team meetings/planning meetings, to enhance their experience

and help them make progress.7) Encourage the trainee to reflect upon their practice and promote this through discussions in

your weekly meetings. This will help the trainee to gain evidence for their reflective journal. You could provide the trainee with a written testimony of a reflective discussion undertaken, as evidence against some of the Standards.

8) Support the trainee in ensuring paperwork used to evidence the Standards is signed where appropriate and support them in linking evidence to more than one standard if possible.

9) Carry out regular formal and informal observations of your trainee and give feedback on progress and development. Trainees should be given at least verbal feedback on a weekly basis and one formal written observation of the trainee, with feedback every 2 weeks. Discuss with your trainee how this may be used to evidence some of the Standards

Trainee Files

Professional Teaching File– Well organised– Demonstrating awareness of key policies – Clear planning, evaluation and assessment – Target setting and Reflection (self assessment)– Evidence of children’s progress

PD Portfolio (PDP) - Records of required training

– Gathering evidence against the Standards– Formal observations, assessment feedbacks, subject knowledge

audits, I know and Understand sheets, readings, research………– Trainee Evidence Tracker

Key Documents• Attendance Log

• Trainee Evidence Tracker (TET)

• Observation form/Grading support grid

• Professional Improvement Plan(PIP)

• Weekly Target setting and review sheet

• Funding Tracking Sheets (PG EBR only)

All of the paperwork above can be accessed via this link:

http://www1.uwe.ac.uk/cahe/edu/aboutus/partnerships/partnershipdocuments-1.aspx

Professional Tutor Visit• Pre-observation chat with SBM/Room leader, re

trainees progress.• Observation – joint with Room Leader or SBM,

approximately 20-30 mins. • Feedback to trainee.• Scrutiny of both PTF and PDP- must be up to date and

demonstrate evidence towards the EYT Standards• PT supports the trainee, but also the setting and is the

trainee’s first contact at UWE• Where there is cause for concern targets will be agreed

between trainee, SBM and PT, using the PIP.

for working with us to create transformational Early Years Teachers.

We look forward to developing positive professional partnerships with you this year.

Question Time

Financial Guidance-NCTL FundingGraduate employment based (part-time)

• This route is for graduates in an early years setting who require training and further experience to demonstrate the Teachers’ Standards (Early Years).

• Training typically takes place over a 1 year period.

• An employer incentive of £14,000 is available for this route. As the provider, you will retain funding to cover all training course fees of £7,000. The remaining funding is dispersed to the trainee’s employer. There is no set list of activities for the remaining funding. It could be used for:

supply cover salary enhancements employment costs National Insurance and other overheads

• Your funding of a graduate employment based trainee may contribute towards the costs incurred by supporting and employing the trainee during the period of their training.

• You are required to pass the funding to the employer. As a minimum, you should reimburse employers on a term-by-term basis in arrears. However, you may agree alternative arrangements with employers.

• You must keep clear, accurate and up-to-date records of the payments that have been made to employers.

• The employer is responsible for sickness and maternity/paternity arrangements.